INITIAL AND CONTINUOUS EDUCATION ANALYSIS CARRIED OUT BY EDUCATIONAL PSYCHOLOGY AND CHILD EDUCATION TEACHER TRAINING STUDENTS

Through this paper, we want to analyze implicit conceptions which have the first course Child Education Teacher Training students and fifth course Educational Psychology students, about initial and constant education. Questionnaires were filled by the students. Research was carried out in a public university in the Community of Madrid, in Teacher Career Development subject implementation. With this experience we tried to produce changes in students and teachers. In the first, the objective was to realize that teacher training is a fundamental element for their professional and personal development along the academic career through thinking and behavior changes during subject implementation. Teachers adapted didactic contents and developed new strategies in the teaching-learning process for achieving objectives. Modify methodological aspects: we assessed the students had to maintain a constant critical reflection, experience, high motivation, action research, communications, dynamic and a learning portfolio. Our purpose was that they realized and understood that a trained initial and constant education generate a quality impact in society. Professionally, it improves competitiveness and personally, balance, wellness and self-confidence is achieved. Results obtained are that exist different ideas between beginner students and ending ones. Titled Educational Psychology, generally have an education related job and their ideas are renewal, open-minded, with interest for researching and gaining credit. Child Education Teacher Training students express more interest in an university education adjusted to their skills, interest, motivations; permanent formation seen in future.